Strategies to mitigate student resistance to active learning

Area of Science:

• STEM Education
• Engineering Pedagogy

Background:

• Active learning enhances student learning and retention in STEM.
• Instructor reluctance to adopt active learning stems from fear of student resistance.
• Prior work shows instructor strategies can positively influence student responses to active learning.

Purpose of the Study:

• To analyze strategies used by engineering professors to reduce student resistance to active learning.
• To identify effective instructor approaches for implementing active learning in undergraduate engineering courses.

Main Methods:

• Analysis of interview data from 17 engineering professors in the USA.
• Qualitative research methodology to identify and categorize instructor strategies.

Main Results:

• Instructor strategies fall into two main types: explanation and facilitation.
• Explanation strategies include clarifying purpose and expectations.
• Facilitation strategies involve active engagement, encouragement, and structured activities.

Conclusions:

• Multiple strategies exist to mitigate student resistance to active learning.
• Effective implementation requires intentional course design and planning.
• Findings offer practical guidance for instructors incorporating active learning in engineering classrooms.